This report examines consortia leadership factors in institutions of higher education (IHE) responding to a New York State Department of Education mandate for performance based teacher education (PBTE). To assess the effect of leadership on program registration, the following questions were investigated: (1) the nature of leadership within and across the task force, policy board, and IHE in terms of leaders' commitment to PBTE, to the design of a PBTE program, to provisions for logistical and psychological support, and to frequency of meeting with his group or individual members; (2) the similarities and dissimilarities in leadership styles, viewed across the varied categories of IHE size and type, program registration respondent group, and program type; (3) the relationship, if any, between the various elements of leadership; and (4) the set of leadership variables most strongly related to program design being accepted for a four year rather than a one-year period. Analysis of the data is presented, and the conclusion is drawn that leaders generally took an active role in the work of their groups, contributed both logistical and psychological support, and that good leadership contributed significantly to design efforts that resulted in a four-year program registration. (MJB)